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The

Trainer’s

Handbook

Fourth Edition

Karen Lawson

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This book is printed on acid-free paper. ∞

Copyright © 2016 by Karen Lawson. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New JerseyPublished simultaneously in Canada

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Library of Congress Cataloging-in-Publication Data:

Names: Lawson, Karen.Title: The trainer’s handbook / Karen Lawson.Description: Fourth edition. | Hoboken : Wiley, 2015. | Revised edition of the author’s The trainer’shandbook, 2009. | Includes bibliographical references and index.

Identifiers: LCCN 2015036769 (print) | LCCN 2015041901 (ebook) | ISBN 9781118933138 (paperback) |ISBN 9781118933152 (pdf) | ISBN 9781118933145 (epub)

Subjects: LCSH: Employees—Training of—Handbooks, manuals, etc. |Training—Handbooks, manuals, etc. | BISAC: BUSINESS & ECONOMICS / Human Resources &Personnel Management.

Classification: LCC HF5549.5.T7 L344 2015 (print) | LCC HF5549.5.T7 (ebook) | DDC 658.3/1243—dc23LC record available at http://lccn.loc.gov/2015036769

Cover Image: © iStock.com/malijaCover Design: Wiley

Printed in the United States of America

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ContentsList of Tables, Exhibits, and Figures vii

Acknowledgments xi

Preface xiii

PART I. TRAINING FUNDAMENTALS 1

1. Assessing Needs 3Understanding Needs Assessment 3

Needs-Assessment Process 6

How to Conduct a Needs Assessment 9

Developing an Action Plan 21

Assessing Participants’ Knowledge, Attitudes, Skills 21

Key Points 24

2. Understanding Adult Learners 25Andragogical versus Pedagogical Model 25

How and Why People Learn 26

Learning Styles 28

Application of Learning Principles 36

Key Points 38

3. Training Styles 39Trainer Characteristics and Competencies 39

Training Style 41

Learner-Centered versus Information-Centered 64

Key Elements of a Trainer’s Style 68

Key Points 69

4. Understanding Today’s Learner 71The Changing Training Environment 71

Self-Awareness 72

Diversity Issues 73

Key Points 81

5. Writing Instructional Objectives 83What Are Learning Objectives? 83

Writing Learning Objectives 85

Key Points 92

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iv Contents

6. Writing an Instructional Plan 93Instructional Plan Overview 93

Time Needed to Develop a Training Program 94

Cost Considerations 95

Major Components of Design 96

Creating a Design Matrix 96

Creating a Detailed Instructional Plan 101

Components of an Instructional Plan 101

Instructional Methods 106

Developing Materials 107

Key Points 115

7. Selecting, Designing, and Developing Active-Training Methods 117The Case for Active Training 117

Cooperative Learning 118

Creating an Active-Learning Environment 119

Designing Active-Training Activities 122

Common Methods and Materials 124

Experiential Learning Activities 136

Key Points 142

8. Delivering Training 143Creating a Positive Learning Environment 143

Experiential Learning Cycle 166

Tips for Using Specific Methods 172

Improving Platform Presence 177

Key Points 179

9. Using Visual Aids 181Retention Rate in Visual Learning 181

Reasons to Use Visual Aids 182

Guidelines for Using Slides 184

Using Flip Charts 186

Using Videos and Video Clips 189

Key Points 191

10. Working with Groups 193The Trainer as Facilitator 193

Ways to Encourage Participation 194

The Art of Asking Questions 195

Responding to Questions 196

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Contents v

Scaling the Wall of Resistance 200

Problem Situations 205

Key Points 214

11. Using Creativity 215Creativity with Small Groups 215

Props and Other Theatrical Techniques 218

Using Games 221

Creative Closings 226

Key Points 230

12. Evaluating Training 231Evaluation Basics 231

Four-Level Model for Training Evaluation 233

Participant Evaluation and Accountability for e-Learning 245

Accountability for Training 247

Significance of the Evaluation Process 250

Key Points 250

PART II. SPECIAL TRAINING CONSIDERATIONS 251

13. Training across Cultures 253Globalization of Businesses and People 253

Culture and Cultural Dimensions 254

Becoming Culturally Intelligent 255

Practical Application 262

Key Points 265

14. Storytelling as a Training Technique 267The Value of Storytelling 267

Types of Stories 269

Telling Personal Stories 271

Capturing Your Personal Stories 275

How to Tell Your Story 277

Key Points 278

15. Using Technology in Training 279Workplace Trends 279

Advantages/Benefits of Distance Learning 280

Disadvantages/Drawbacks to Distance Learning 282

Types of Distance Learning 284

Guidelines for Designing Distance Learning 286

Designing and Developing Activities 288

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vi Contents

Delivering Content and Activities 294

Key Points 296

16. Training On the Job 297The Need for Structured On-the-Job Training 297

Selecting the Trainer 299

Developing an Instructional Plan 301

On-the-Job Training Model 304

Evaluating On-the-Job Training 307

Key Points 311

17. Training During Tough Times 313Prove the Value of Training 313

Methods to Stretch Training Dollars 314

Technology-Based Delivery Methods 322

Just-in-Time Materials 327

Key Points 327

18. The Business of Consulting: Internal and External 329The Changing Role of the Trainer 329

The Client-Consultant Relationship 330

Developing a Proposal 335

Setting Clear Expectations 336

Selecting an External Consultant 337

After the Project 340

Key Points 341

Appendix A: Answers to Exercises 343

Appendix B: Recommended Resources 347

Appendix C: Criteria for Selecting Packaged Programs 349

References 351

Index 355

About the Author 367

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List of Tables, Exhibits,and FiguresTable 1.1 In-Depth versus Mini Needs Assessment 6

Exhibit 1.1 Needs-Assessment Process 10

Exhibit 1.2 Method Selection Criteria 12

Table 1.2 Advantages and Disadvantages of Data-CollectionMethods 13

Exhibit 1.3 Confidential Presession Questionnaire 23

Exhibit 2.1 Learning Style Profile 29

Exhibit 3.1 Characteristics of Effective Trainers 41

Exhibit 3.2 Instructional Styles Diagnosis Inventory 43

Table 3.1 Learner-Centered versus Information-CenteredTraining 65

Table 3.2 Advantages and Disadvantages 66

Exhibit 3.3 Learner-Centered or Information-CenteredBehavior 67

Exhibit 4.1 Diversity-Awareness Inventory 72

Table 4.1 Generational Differences 77

Table 5.1 Reference Chart for Objectives 87

Exhibit 5.1 Editing Learning Objectives 89

Exhibit 5.2 Sample Objectives Worksheet 90

Exhibit 5.3 Objectives Worksheet 91

Exhibit 6.1 Design Matrix 97

Exhibit 6.2 Instructional Plan, Part I 103

Table 6.1 Instructional Methods 107

Table 6.2 Instructional Methods and When to Use Them 110

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viii List of Tables, Exhibits, and Figures

Table 6.3 Matching Methods to Desired Outcomes 112

Exhibit 6.3 Checklist for a Quality Participant Workbook 114

Exhibit 7.1 Video Preview Form 126

Exhibit 8.1 Sample Participant Cover Letter 145

Exhibit 8.2 Sample Tips for Participants 146

Exhibit 8.3 Sample Email to Manager 147

Exhibit 8.4 How to Prepare Your Employees for Training 148

Exhibit 8.5 Delegation Assignment 150

Figure 8.1 Classroom Style 151

Figure 8.2 Horseshoe 152

Figure 8.3 Single Square or Round 152

Figure 8.4 Cluster 153

Figure 8.5 Conference 153

Figure 8.6 Semicircle and Full Circle 154

Figure 8.7 Chevron 154

Figure 8.8 The Experiential Learning Cycle 167

Exhibit 8.6 Creating an Activity 174

Table 9.1 Using Visual Aids 190

Exhibit 10.1 Preventing Dysfunctional Behavior 207

Exhibit 11.1 Sample Action Plan 229

Table 12.1 Measuring Training Results 234

Table 12.2 Level 2 Evaluation Methods 239

Table 12.3 Determining Training Costs 248

Exhibit 13.1 Cultural Awareness Self-Assessment 257

Exhibit 13.2 Sample of Importance of Using Names 262

Exhibit 13.3 Case Example 264

Exhibit 13.4 Case Example 265

Exhibit 14.1 Story Matrix 276

Exhibit 16.1 Model for Teaching a Task or Procedure 304

Exhibit 16.2 Worksheet for Teaching a Task 306

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List of Tables, Exhibits, and Figures ix

Exhibit 16.3 Trainer Effectiveness 308

Exhibit 17.1 Checklist for Selecting Peer Trainers 315

Exhibit 17.2 Plan for a Train-the-Trainer Program 316

Exhibit 17.3 Negotiating with Consultants and Service Providers 318

Exhibit 17.4 Case Study for Lunch-and-Learn Session 321

Exhibit 17.5 Guidelines for Conducting a Teleseminar 324

Exhibit 17.6 Technology-Based Delivery Methods 326

Exhibit 17.7 Tips to Maximize Your Training Dollars 328

Exhibit 18.1 What’s Your Trust Quotient? 338

Exhibit 18.2 Checklist for Selecting an External Consultant 339

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AcknowledgmentsI would like to thank the many people who have attended my trainingsessions throughout the years. In essence, they are the authors of thisbook. They have taught me what it means to be a learning and devel-opment/training professional.

I am grateful to the many training professionals who have sharedtheir tips and techniques from conference platforms and also one-on-one.Many of those colleagues have become my close friends. In particular,I thank Steve Sugar for his willingness to share games, ideas, andmaterials. I also thank my dear friend, Harriet Rifkin, with whom I haveshared the joy and pain of growing as a training professional, for hercaring and sharing.

I thank my editor, Matt Davis, for his patience, understanding, andencouragement.

Finally, to my husband, Bob Lawson, I can never adequately expresshow much I appreciate his love and support throughout the years. I alsothank him for his belief in me when I didn’t believe in myself. He is mycolleague and partner, my champion andmuch-needed critic, but most ofall, he is my best friend.

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PrefaceThe field ofworkplace learning and development is growing by leaps andbounds. Along with the growth of the industry comes the demand fortrainers. For our purposes, “trainer” refers to anyone who is responsiblefor delivering primarily classroom instruction, but with the growing useof technology in training, the term also applies to someone who may bedesigning and delivering nonclassroom-based training as well. A trainermight be an internal HRD professional responsible for providing train-ing to the organization’s employees. A trainer can also be a subject-matterexpert who has been enlisted as a full-time professional trainer. Anothercategory of trainers includes those who deliver training on a part-timebasis as part of their overall job responsibilities. The term also appliesto the external practitioner who contracts with an organization to designand/or deliver training programs. Often the external trainer is a casu-alty of corporate downsizing or maybe someone who just wants a careerchange. In either case, this individual has turned to the training profes-sion as a means of utilizing skills or expertise in a particular discipline orsubject area.

Internal or external, full-time or part-time, the demand for trainersoften exceeds the supply. To meet this need, organizations often turn tothose in line positions as a talent pool for trainers. More andmore, peopleare being asked to deliver training as part of their jobs. These “nontrain-ers” or subject-matter experts are expected to deliver training, not justpresent information. Unfortunately, these folks have received little or noformal instruction on how to train. They are thrown into the position tosink or swim. Left to their own devices, they find themselves training theway theywere trained or taught. Inmany situations, thatmeans a didacticapproach in which the trainer stands in front of participants and dumpsinformation on often-unhearing ears.

Although the approach just described never really worked as a solemethod of training adult learners, it is even less effective today. Train-ers are no longer viewed as merely disseminators of information. Theyare now expected to be facilitators, agents of learning, and performance

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xiv Preface

consultants. These new roles require them todirect their efforts away fromspecific task-oriented instruction and to concentrate on helping peopleand organizations improve performance.

Trainers need to design, develop, and deliver training that encouragespeople at all levels of the organization to take responsibility for their ownlearning. The trainer becomes a catalyst, a resource person, and often acoach to help people through the discovery process.

The effective trainer will also have to understand business needs andidentify how those needs are linked to learning and performance needs.Quite simply, the purpose of training is to help line managers solve busi-ness problems. Trainers must develop partnerships with those managerswho are ultimately accountable for the success of training. Before this canhappen, however, trainers must become proficient at the skills and com-petencies that define them as professionals. Every profession requires itspractitioners to master a certain body of knowledge and a set of skills.The training profession should be no different.

To that end, this book,written primarily for the novice classroom-basedtrainer, presents a comprehensive, systematic approach to developingtraining skills and competencies. Those who are thrown into full-time,professional training positions with little or no formal training will beable to use this book to learn the fundamentals of training or supplementwhat they already know. They can be brought “up to speed” in a rela-tively short period of time. Although best suited to the new trainer, thisbook is a good reference for those with more experience. Experiencedtrainers will learn new tips and techniques to enhance their current skillsand help them deliver on-target training that meets individual as well asorganizational needs.

The success of any training program or initiative depends on a sys-tematic approach to delivering effective instruction with high impact forboth the participants and the organization. To that end, trainers will needto understand various principles and concepts of learning and also followa process that results in behavioral change. This process (reflected in thearrangement of Part I of this book, “Training Fundamentals”) consists offive parts: analysis, design, development, delivery, and evaluation.

The analysis phase is covered in Chapters 1 through 4. In Chapter 1,you learn how to conduct a needs analysis at both the organizational andindividual level. Chapter 2 addresses the principles of adult learning aswell as learning styles. You have an opportunity to learn about your own

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Preface xv

personal training style in Chapter 3. To round out the analysis phase,Chapter 4 provides you with additional insights and understanding ofthe complexity and diversity of today’s training environment.

The second phase in the instructional design process is addressed inthe next two chapters. Chapter 5 explains how towrite training objectives,and Chapter 6 presents a step-by-step approach to developing a completeinstructional plan.

Once the program has been designed, the next step is to fully developthe program, selecting and creating activities and tools to create an excit-ing and effective learning experience. You will learn about specific activetraining methods and techniques in Chapter 7.

The next step in the instructional process is delivery. Chapters 8through 11 give you creative tips and techniques for delivering adynamic and professional training session. You will also learn how todeal with difficult people and situations.

In Chapter 12 you will learn how to evaluate training and measure itseffectiveness. Youwill learn how to go beyond the “smile sheet” at the endof a session and develop more tools and techniques to show the benefitsof training to employees and the organization.

By developing your skills in each of these five areas, you will indeedbecome a master of your craft.

Since the first edition of The Trainer’s Handbook, published in 1999,the world and the workplace have changed dramatically. Consequently,the field of workplace learning and development has had to changeand adapt in order to meet the needs and demands of an increasinglycomplex environment. Globalization, rapidly changing technology, anda more sophisticated and diverse group of learners have changed theway in which knowledge and skills are transferred to the workplaceand have placed more demands on learning and development profes-sionals. Recognizing that training has moved beyond the fundamentalsaddressed in Part I, this fourth edition includes Part II, “Special TrainingConsiderations.” Use the information in Part II to enhance or supplementthe knowledge you gained in Part I.

Globalization has created a multicultural work environment through-out the world. With more and more organizations expanding intointernational markets, training is seen as a key element to global success.Both domestically and internationally, today’s trainers will be interactingwith people representing a multitude of cultures. Chapter 13 addresses

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xvi Preface

cultural differences and their impact on training. It also provides tipsand techniques for training across cultures.

One of the growing trends in organizations is the use of storytellingas a leadership tool to convey organizational vision, culture, and values.Storytelling is also an effective teaching and learning method to conveyinformation, teach a lesson, enhance the learner’s experience, and increaseretention. In Chapter 14, you learn how to incorporate storytelling intoyour training designs.

Technology is more than a trend; it’s a way of life, and it’s only goingto continue its rapid growth and influence on how we live and how welearn. Chapter 15 offers a number of suggestions for using technology intraining.

One approach to training that has existed since the beginning ofcivilization is on-the-job training. So, why is it included in a section on“special considerations”? Rarely is on-the-job training included in bookson the design, development, and delivery of training. Most likely, booksabout on-the-job training are published as separate entities. Becausetoday’s trainers wear many hats and are called on to deliver training inmany ways, including one-on-one, they need one resource that will helpthem deliver effective training regardless of format. The informationpresented in Chapter 16 presents a structured, systematic approach toon-the-job training.

Chapter 17 offers strategies for training during tough economic times.You learn how to maximize your training dollars by adapting to change,using resources more efficiently, and becoming more business savvy.

Chapter 18 is for those who find themselves in either an internalor external consulting role. As a result of the movement or evolutionof training to performance consulting, the training and developmentprofessional must learn to function as a true consultant. In this chapter,you learn how to develop a client-consultant relationship that positionsyou as a valuable resource and business partner within the organization.

This book includes checklists, forms, and specific activities you can useimmediately in designing, developing, and delivering your own train-ing programs. The book’s website makes it easy to print the tables andexhibits included in this book. Not only will you find them useful as youdevelop your ownprograms, but youmay also choose to use them in yourown train-the-trainer programs.

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Part ITraining Fundamentals

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Chapter 1AssessingNeeds

LEARNING OUTCOMESIn this chapter, you will learn

• To identify key steps in the needs-assessment process

• To select appropriate methods to gather data

• To develop questions for a variety of needs-assessment techniques

• To apply the needs-assessment process to a specific organization andsituation

Understanding Needs AssessmentEvery year companies spend thousands and thousands of dollars in train-ing programs that fail. Why? Because they fail to provide programs thatmeet the specific business needs of the organization and the specific pro-fessional development needs of the employee.

A needs assessment is the core of any training program. It gives you thebasis for program development and establishes the criteria for measuringthe success of the program after its completion.

What Is a Needs Assessment?Needs assessors are much like physicians, who ask a series of questionsand order a battery of medical tests to uncover and treat the causes ratherthan the symptoms of an ailment. Needs assessment is the process of

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4 The Trainer’s Handbook

determining the cause, extent, and appropriate cure for organizationalills. The process addresses the organizational context and combines orga-nizational analysis, data gathering, and interviewing techniques to iden-tify and shrink the gap between desired and actual knowledge, skills, andperformance. It is a careful study of the organizational context, the jobitself, and the knowledge, skills, and abilities of the job incumbents.

Simply put, the process identifies the desired performance and the cur-rent performance. The difference or the gap between the actual and thedesired level of performance becomes the training need and provides thebasis for the training design. The correct problem identification (cause) isthe key to developing and implementing appropriate correctivemeasures(proper cure).

Why Conduct a Needs Assessment?Before we address how to conduct a needs assessment, we need to take alook at the reasons for doing one. Overall, the purpose of a needs assess-ment is to prevent a quick-fix, bandage approach to business problems.Instead, a needs assessment, if you do it properly, will ensure that thesolution(s) addresses the real issue(s) and effectively focuses the appro-priate resources, time, and effort toward a targeted solution. The follow-ing are some valid reasons for conducting a needs assessment.

To Determine Whether Training Is Needed. Poor performance is not alwaysa training issue. Often performance problems are the result of poormanagement practices, organizational barriers, or inadequate systems orequipment. A needs assessment, if conducted properly, will determinewhether training is necessary and avoid the mistake of applying atraining solution to a nontraining problem. If it is determined that theproblem does require training, the needs assessment will help youidentify the performance issues that training should address.

To Determine Causes of Poor Performance. As noted, poor performance canbe the result ofmany other factors, includingpoor incentives, lack of inter-nal motivation, the work environment, poor management, inadequateskills and knowledge, or the employees’ lack of confidence. Sometimes,the cause may be poor management. Poor management practices mightinclude poor hiring decisions, poor communication, unclear expectations,

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Assessing Needs 5

or inadequate coaching and feedback. For example, there is a saying that“ducks don’t climb trees.” Unfortunately, corporations are full of “ducks”in positions that require “squirrels,” and no matter how hard they try,they will never succeed in their positions. In other words, if employeesare put in positions for which they are unsuited, all the training in theworld will not improve their performance. In other cases, managers failtheir employees by not stating clearly their expectations or standards ofperformance.

Often employees do not know what is expected of them. They mayhave the knowledge, skills, and ability to do the job quite well but arenot meeting the manager’s expectations. If that is the case, then the train-ing needs to be directed toward the manager rather than the manager’semployees.

To Determine Content and Scope of Training. A needs assessment will helpdetermine the type of training necessary to achieve results. Should it beworkshop, self-study, or on-the-job? It will help you identify how longthe training program should be and who the target audience is. It willalso help you identify what should be included in the program and thedegree of urgency.

To Determine Desired Training Outcomes. The needs assessment will helpyoudeterminewhat knowledge, skills, and attitudes need to be addressedduring the training. It will also help distinguish “need to know” from“nice to know.” By focusing on what the trainees actually need to knowin order to do their jobs better, a program can be developed that will getresults.

To Provide Basis of Measurement. A needs assessment provides a baselineagainst which to measure results or changes. It is simply a starting point.

To Gain Management Support. By involving line management and otherkey organizational players, you will find the support you need for thetraining program to succeed. Because they have had input, they will havea vested interest in the program.Management commitment comes ifman-agers and supervisors see that you are developing training programs indirect response to their specific needs.

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6 The Trainer’s Handbook

Needs-Assessment ProcessThe needs-assessment process can be as detailed and involved as neededor desired.Many factorsmust be taken into consideration, including time,money, number of people involved, resources available, and so forth.

A full-blown needs assessment is both time-consuming and costly.Frankly, few organizations are willing to make that kind of investment. Atypical alternative is to conduct an abbreviated form of needs assessment,using only two or three methods.

Table 1.1 offers a comparison between an in-depth and an abbreviatedneeds assessment.

Whom to AssessThe people assessed depends on the goal and the required depth of theassessment. Consider the following categories of people and then decidewhich groups to target as data sources.

Table 1.1. In-Depth versus Mini Needs Assessment

In-Depth Mini

Types of Information Quantitative Qualitative

Methods Multitiered approachSurveysObservationInterviewsFocus groupsDocument reviews

InterviewsFocus groups

Scope Widespread organizationinvolvementBroad-ranging objectives

Fewer people involvedShort-term focus

Length Several months to a year Few days to a week

Cost Expensive Inexpensive

Focus Linked to defined outputsLong-term

Immediate, quick results

Exposure/Visibility High profile and risk Lower risk

The Trainer’s Handbook, 4th Ed. Copyright © 2016 by Karen Lawson. Reproduced by permission of Pfeiffer,an imprint of John Wiley & Sons, Inc.

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Assessing Needs 7

Senior Management. To get a clear picture of the problem and its businessimpact, start with senior management. Ask more strategic questions thataddress the direction of the organization as well as anticipated indus-try changes. In other words, start with an organizational context. If youare an internal consultant, you should already have a good idea of theissues driving the need for training. If you are external, you will probablyneed to do some research first and then ask specific questions to gain bet-ter insight into the organizational issues that can be addressed throughtraining.

Here are some questions thatwill help you gain a better understandingof the organization’s business needs:

• What is the vision of the organization?

• What is the mission of the organization?

• What are the primary goals and objectives, both short-term andlong-term?

• What organization or industry issues are driving the need fortraining?

• What is your most critical concern right now?

Target Population. It is also important to identify the target population,those who will receive the training. Often they are overlooked. Theyshould be contacted to find out both their perceived and real trainingneeds. If they are not consulted, it is unlikely they will have a sense ofownership or “buy-in,” and they will most likely approach the trainingexperience with resistance and resentment.

Target Population’s Managers. Those who manage members of the targetpopulation are a critical source of data, because the purpose of thetraining is to help the line manager solve a business problem or meet abusiness need. These business needsmay include improved productivity,decreased errors, fewer accidents, increased business, decreased turnoveror absenteeism, or fewer customer complaints.

Direct Reports. When the target population consists of managers orsupervisors, good sources of data are those who report to these people.Direct reports can often provide valuable insight into the skills thatmanagers and supervisors need to improve.

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8 The Trainer’s Handbook

Co-Workers or Peers. More and more organizations are using 360-degree feedback as part of their assessment process, providing employ-ees with performance feedback from multiple sources. Talking with orsurveying the target population’s co-workers or peers, for example, canprovide valuable insight into the skills necessary for a successful teamenvironment. The more organizations that use cross-functional teams,the more critical the need becomes to involve other team members in theassessment process.

Human Resource Personnel. The human resources (HR) department isprobably the best source of records and documents. It, of course, willhave data on turnover, grievances, safety violations, and so forth, as wellas performance appraisals and the like. The HR professionals can alsoprovide interesting insight into the organization’s culture.

Vendors. Vendors are a good source of qualitative data. They can sharetheir perceptions of the organization or specific departments with whichthey interact, plus give some valuable insights into industry standardsand practices.

Customers (Internal and External). Customer surveys provide quantitativedata that can help pinpoint specific deficiencies, that is, gaps betweendesired and actual behavior. Survey data will provide information on thelevel of satisfaction relative to customer-service practices, the quality ofthe product or service, and delivery systems.

For example, an organization may survey external customers todetermine customer satisfaction regarding a call center’s activity, suchas response time in answering the telephone, friendliness of the servicerepresentative, ability to solve the customer’s problem, and turnaroundtime for a request. An internal customer satisfaction survey will includesimilar items but would be targeted to a specific department. The systemsor information technology (IT) department, for example, may chooseto send a survey to all the other internal departments it supports toidentify how well IT is meeting the needs and expectations of its internalcustomers.

Competitors. Published competitor data such as sales results, marketshare, stock prices, and financial reports help to identify the organiza-tion’s position in relation to its competitors and helps to pinpoint areas

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Assessing Needs 9

for improvement. Gather these data from an organization’s annual reportor from trade publications.

Industry Experts or Observers. Industry experts have their thumbs onthe pulse of the business in which your organization is engaged. Theyidentify trends and industry standards against which your organizationcan measure itself. Experts may be identified through trade publications,where they may have written about the industry or may have beencited by others as experts in the field. One can also learn about andfrom experts by attending their sessions at professional conferences and“surfing the Internet” for appropriate websites.

How to Conduct a Needs AssessmentExhibit 1.1 provides an overview of the needs-assessment process.

Step 1: Identify Problem or NeedA good place to start is to take a look at the organization’s statementsof vision, mission, values, and goals. Ask to look at the strategic plan. Ifthese organizational data do not exist, suggest that these statements anddocuments be developed before addressing any training issues. Becausethe purpose of training is to help solve organizational problems, youmusthave a clear understanding of what the business problems are.

The first step is to identify the problemor need, stated in dollar terms, ifpossible. Find out what the problem is costing the organization in errors,turnover, lost business, or additional help. Remember that the desiredoutcome minus the current outcome identifies the need.

After the need has been determined, define the specific objectivethe training program should meet. The objective must state the desiredperformance or behavior and be measurable, observable, realistic, and“fixable.” Working with line managers, determine what to measureand how to tie it to organizational goals. Outcomes relate to the specificneed. For example, the goal or outcome of safety training is to reduceaccidents by a particular percentage. Customer service training shouldresult in fewer customer complaints.

While examining possible causes, it is important to ask, “Is the prob-lem due to a lack of knowledge or skill or is it operational?” For example,improper telephone use may have been identified as the problem.

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10 The Trainer’s Handbook

EXHIBIT 1.1. Needs-Assessment Process

Step 1: Identify Problem or Need

• Determine organizational context.

• Perform gap analysis.

• Set objectives.

Step 2: Determine Needs-Assessment Design

• Establish method-selection criteria.

• Assess advantages and disadvantages of methods.

Step 3: Collect Data

• Conduct interviews.

• Administer questionnaires.

• Administer surveys.

• Review documents.

• Observe people at work.

Step 4: Analyze Data

• Conduct qualitative analysis.

• Conduct quantitative analysis.

• Determine solutions/recommendations.

Step 5: Provide Feedback

• Write report.

• Make an oral presentation.

• Determine next step.

The Trainer’s Handbook, 4th Ed. Copyright © 2016 by Karen Lawson. Reproduced by permission ofPfeiffer, an imprint of John Wiley & Sons, Inc.

Incoming calls are being disconnected when the person who answers thecall tries to transfer his or her calls. At first glance, it might appear that thepeople handling inbound calls need telephone skills training. However,if the telephone system is not set up to handle multiple functions, thentraining will not solve the problem.

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Assessing Needs 11

Step 2: Determine Needs-Assessment DesignTo determine the true causes, not just the symptoms, of the problem orneed, employ several investigative tools and techniques, including inter-views, surveys, questionnaires, observation, and document examination.Choose investigative or data-collection methods on the basis of theirappropriateness to the problem. The choice of methods will depend onvarious criteria such as time, cost, or available resources. These criteria,as well as the advantages and disadvantages of various data-collectionmethods will be explained later in this chapter.

Step 3: Collect DataMany methods are available for conducting a needs assessment.

Data-Collection Methods and Tools

• Interviews

• Questionnaires

• Attitude surveys

• Observation

• Tests of proficiency

• Organizational statements and plans

• Turnover records

• Performance appraisals

• Procedures, handbooks, or audits

• Training evaluations

• Exit interviews

• Samples of work

• Job descriptions

• Complaints, error rates, and rejects

• Call reports, incident reports, and grievances

• Trade, government, and business publications

Criteria for Selecting a Method. From the rather extensive list of meth-ods, select those most appropriate for the situation. Many factors willdetermine which methods to select. Look at the criteria in Exhibit 1.2,

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12 The Trainer’s Handbook

EXHIBIT 1.2. Method Selection Criteria

• Time

• Cost

• Number of people involved

• Workplace disruption

• Complexity

• Confidentiality

• Trust level

• Comfort level, knowledge, expertise of assessor

• Validity

• Reliability

• Adaptability

• Participant-friendly

The Trainer’s Handbook, 4th Ed. Copyright © 2016 by Karen Lawson. Reproduced by permission ofPfeiffer, an imprint of John Wiley & Sons, Inc.

think about your own needs-assessment situation, and determine whichcriteria you believe should be taken into consideration.

Advantages and Disadvantages of Data-Collection Methods. Data-collectionmethods fall roughly into six categories: open-ended questionnaires,closed-ended questionnaires, survey instruments, interviews, observa-tion, and document examination.

To help determine which data-collection methods to use, it is a goodidea to look at the advantages and disadvantages of each, as shown inTable 1.2. Weigh these considerations against your chosen criteria.

The most common approaches are covered in detail next.

Interviews. Whether for an in-depth or an abbreviated needs assess-ment, one-on-one and group interviews are valuable data sources. Whendeveloping interview questions, be sure to ask open-ended rather thanclosed-ended questions. Closed-ended questions can be answered witha simple “yes” or “no.” For example, a question such as “Do you thinkthere is a need for training?” elicits a one-word response. Probe furtherby asking an open-ended question. To get to the heart of the matter right